Group items tagged

This page focuses on the Towards Maturity Learning Landscape Audit (LLA)--survey tool to help businesses understand how their staff learn, both formally and informally. The few bullet points contrast the views of 2,000 randomly selected learners from the private sector with 500 L & D professionals--a wide gap exists with regard to how learners are learning and like to learn with what L & D professionals are doing. For instance, 80% of learners prefer work in collaboration with other team members whereas only 1 in five L & D managers surveyed actively encourage staff to help each other solve problems using social media.

excellent points for us to stress in our work, too.

Good way to release survey results in "preview" fashion to collect reactions from senior L & D leaders which were then incorporated into the report for final release. Blog post by Levi Phillips on 12/5/14. "We captured some first-time responses from L&D leaders to three simple questions at the event: 1. What caught your attention from the findings presented today? 2. What actions are you taking away from today? 3. What do you think will inspire others in your sector and/or network?"

Jane Hart's blog post (4.13.2015) on how learning happens everywhere in an organization and how L & D needs to support learning wherever it happens.

Amazing post by Jane Hart on how L & D professionals are in two camps: traditional "training" leavened with social interactions, mentors, but they are the gatekeepers of knowledge. The other camp is modern workplace learning practitioners--the radicals leaving LMS and authority-driven content provision for performance driven world.

good tips on S.O.C.I.A.L which stands for Sincere, Open, Collaborative, Interested, Authentic, and Likeable. Blog post written by Vala Afshar, July 9, 2013, for Information Week Social Business

Web site for Digital Competence: European-wide validation for all levels of learning "Objective:  Identify the key components of Digital Competence (DC) in terms of the knowledge, skills and attitudes needed to be digitally competent; Develop a DC framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available; Propose a roadmap for the possible use and revision of a DC framework for all levels of learners. Outcomes: (1) a consolidated draft proposal for a DC framework, applicable at all levels of education, including non-formal settings (2) roadmap on how to realise and revise the DC framework. Rationale: With the 2006 European Recommendation on Key Competences (Official Journal L 394 of 30.12.2006), Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. DC is a transversal key competence which, as such, enables acquiring other key competences (e.g. language, maths, learning to learn, creativity). It is amongst the so-called 21st Century skills which should be acquired by all citizens, to ensure their active socio-economic participation in society and the economy. Major questions: What are the key components of DC and what kind of knowledge, skills and attitudes people should have to be digitally competent, today and in the future? How can and/or should the development of this competence be validated at European level within a lifelong learning context, thus encompassing formal education, non-formal and informal learning and the world of work? "

Has important considerations for choosing right digital devices based on purpose and nature of work to be done--Robin L. Flanigan, EdWeek, June 11, 2015.

Make learning more of a process and less of an event. Learning Solutions, Jane Bozarth, September 1, 2015

Op ed piece by David L. Kirp, a Berkley professor. The business models that are proliferating in educational thinking and assessment does not work, and the greatest determiner of success are the interpersonal relationships of students and teachers, students and students, and teachers and teachers. Adding more and new technology has not been successful because of this. Rewarding "good" schools with merit pay while closing and punishing those in areas of poverty because they are "failing" schools without instituting known programs that engender success is a crime in his view.

concise overview of how to use an ESN for L & D in the workplace by Jane Hart--learning challenge=ECO format

nice post by Helen Blunden on how "social learning" is misinterpreted and not practiced by L & D professionals in many instances

Eight trends that medium and large sized multinationals recognize but are not necessarily investing in--such as mobile or individualized personal learning or self-directed learning, Consultancy.uk, August 12, 2015

great article on 5 drivers changing modern workplace learning